BACKGROUND: phonologic intervention for children with Specific Language Impairment, within a Psycholinguistic Model. PROCEDURES: this study involved four pre-school children, aging between 48 to 83 months, that had not been previously submitted to intervention. The psycholinguistic assessment was carried pre and post-intervention, through several instruments that evaluate diverse levels of information processing: auditory-phonetic recognition, lexical access, phonological working memory, phonological awareness, articulation, phonological production. The intervention took 4 months. RESULTS: preschool children showed difficulties in diverse evaluated processing information levels(pre-intervention), showing that the difficulties on phonological organization were related to problems in the receptive and expressive processing. To the end of the Program, all had presented improvement in the phonological performance. CONCLUSION: the use of evaluation instruments being suitable to diverse phonological processing levels propitiates the understanding on the nature of language impairments and the programming of more effective intervention strategies.
Language Development Disorders; Language Tests; Language Therapy
